scholarly journals Is There a Doctor in the House? Medical Ethics and the Doctoral Honorific

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Kenneth Pike
Keyword(s):  
Medical Ethics ◽  
American English ◽  
Ethical Reasoning ◽  
Doctoral Degrees ◽  
Patient Interaction ◽  
Professional Duty ◽  
Duty To Inform ◽  
Professional Doctorates

The proliferation of professional doctorates has reinvigorated debate over the use of the doctoral honorific. Doctorate holders are often addressed as “doctor” in academic contexts, but idiomatic American English associates “doctor” with physicians—licensed clinicians with doctoral degrees in medicine. The possibility of patient confusion has historically justified proscription of the doctoral honorific by others, including nurses, but recently such proscriptions have been withdrawn. An examination of history, language, and ethical reasoning leads us to conclude that, in the context of patient interaction, clinicians should eschew the doctoral honorific entirely. We think it appropriate for professionals to rely on training-pathway titles as part of their professional duty to inform. In particular, we argue that licensed clinicians with doctoral degrees in medicine should embrace the title of “physician.”

1. An Introduction to Bioethics

Medical Law ◽  
2019 ◽  
pp. 1-35
Author(s):  
Emily Jackson
Keyword(s):  
Medical Ethics ◽  
Moral Philosophy ◽  
Ethic Of Care ◽  
Ethical Reasoning ◽  
Feminist Ethic ◽  
Academic Debate

All books in this flagship series contain carefully selected substantial extracts from key cases, legislation, and academic debate, providing students with a stand-alone resource. This chapter, which provides an introduction to bioethical reasoning, first explains the meaning of ‘medical ethics’ and the more recent term ‘bioethics’. It then considers how medical ethics has borrowed from different traditions in moral philosophy and varieties of ethical reasoning—from religious bioethics to a feminist ethic of care.

scholarly journals Teaching medical ethics in Basra: perspective of students and graduates

2000 ◽  
Vol 6 (4) ◽  
pp. 687-692 ◽  
Author(s):  
A. A. Yacoub ◽  
N. A. Ajeel
Keyword(s):  
Medical Ethics ◽  
Undergraduate Students ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Medical College ◽  
Practice Of Medicine ◽  
Or Practice ◽  
The University ◽  
Physician Liability ◽  
Self Learning

The University of Basra Medical College introduced a course on medical ethics for undergraduate students in 1994. We explored the opinions of 54 graduates and 52 final-year medical students about the benefits they perceive they gained from the course and its relevance to their training or practice. About 31% of students and 34% of graduates thought the course was practically and theoretically useful. Over 80% of graduates and students thought the course was either very relevant or relevant to some extent to the practice of medicine. When asked to recall the important ethical issues taught in the course, 52% of graduates and 44% of students listed patient-doctor relationship. Confidentiality, physician liability and ethical issues concerning recent medical innovations were listed by few respondents. Only 6% of both graduates and students were able to list the four principles of medical ethics as described by Raanan. The self-learning component of the course should be developed to strengthen ethical reasoning and judgment in decision-making

scholarly journals Introducing the Medical Ethics Bowl

2016 ◽  
Vol 25 (1) ◽  
pp. 141-149 ◽  
Author(s):  
ALLISON MERRICK ◽  
ROCHELLE GREEN ◽  
THOMAS V. CUNNINGHAM ◽  
LEAH R. EISENBERG ◽  
D. MICAH HESTER
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Medical Students ◽  
Medical Ethics ◽  
Professional Ethics ◽  
Ethics Education ◽  
Ethical Reasoning ◽  
Current Medical ◽  
Ethics Instruction ◽  
Novel Method

Abstract:Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.

scholarly journals DO WE NEED ETHICS? – II MBBS STUDENTS PERCEPTIONS IN LEARNING MEDICAL ETHICS.

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Anupriya A ◽  
Priya Banthavi S ◽  
Kamala E ◽  
Thirumalaikolundusubramanian P ◽  
Prabhusaran N
Keyword(s):  
Medical Ethics ◽  
Work Experience ◽  
Test Score ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Medical Graduate ◽  
Post Test ◽  
Back Ground ◽  
The Mean ◽  
Interactive Lecture

Back ground: An Indian Medical Graduate is expected to have knowledge & acquire competencies during his formal medical course, but an understanding of professional values and ethical conduct is essential for fostering the development of a good doctor.The two major aspects of teaching medical ethics include explicit teaching of cognitive base and stage appropriate opportunities for experiential learning and reflection throughout the curriculum. Material and Methods: It is a classroom based intervention study involving 150 second MBBS students. Self administered, semi-structured questionnaire was devised for this study. The questionnaire consisted of two parts- students perception towards learning medical ethics and their perception on statements of ethical issues which was graded on a 5 point Likert scale. An interactive lecture was done followed by which students were divided into 6 groups and case based discussions were done. Finally reflective narration was done.Statistical analysis was done by EPI Info Software. Results were expressed in mean, standard deviation and paired ‘t’ test was done. Results: The mean pre-test & post-test score of the students towards learning medical ethics in current curriculum were 2.86 and 3.98 respectively. The mean pre-test and post-test score of students regarding statements on ethical issues were 2.82 & 3.92 respectively. Conclusion: Medical ethics is one of the neglected topics in healthcare. To strengthen ethical reasoning and judgment in decision making, we need to expose students to various ethical scenarios based on which debates, seminars, interactive workshops can be conducted utilizing the work experience of multidisciplinary medical expertise. Keywords:  Medical ethics, Medical practice, Students

scholarly journals Challenges of traditional bioethical principles in the implementation of contemporary standards of medical law

2012 ◽  
Vol 23 (4) ◽  
pp. 71-79
Author(s):  
Hajrija Mujovic-Zornic
Keyword(s):  
Medical Ethics ◽  
Legal Theory ◽  
Ethical Reasoning ◽  
Theoretical Aspect ◽  
Practical Aspect ◽  
Biomedical Ethics ◽  
Theory And Practice ◽  
Medical Decision ◽  
Medical Law ◽  
Law And Ethics

The paper focuses on issues of development dimensions of Medical Law and its ongoing process of standardization and harmonization on one hand, versus the traditionally rooted and available principles of biomedical ethics, on the other. The collision of new legal institutes and the spread of human rights protections is evident. This paper follows the theory and practice of medical ethics and medical law. The theoretical aspect points out medical ethics as one of the sources of medical law. Legal theory makes a distinction between formal and autonomous sources of medical law. Even though ethics is morally much higher, law prevails because it has stronger sanctions and legal power. In its practical aspect, this paper gives examples of different situations of medical decision-making processes. Ethical rules are of the utmost relevance in the domain of confidentiality and options of medical treatment. But, in concrete medical procedures, where legal positions of patients are evidently very significant, law has a more distinct function. Therefore, explaining particular cases from medical malpractice, such as cases of penal, civil or professional liability have an ethical dimension as well. Members of medical professions in Serbia often find these cases unfair. Mostly this is the consequence of ignorance in this kind of medical law and ethics relations. A discussion about practical cases has in that sense a self-learning component, which could be developed to strengthen ethical reasoning and judgment.

Medical Ethics: A Very Short Introduction

2018 ◽  
Author(s):  
Michael Dunn ◽  
Tony Hope
Keyword(s):  
Medical Ethics ◽  
Health Professionals ◽  
Ethical Reasoning ◽  
Thought Experiments ◽  
Clinical Settings ◽  
Practical Application ◽  
Short Introduction ◽  
Important Place ◽  
The Media ◽  
Media Pressure

Medical ethics—from thorny moral questions such as euthanasia and the morality of killing to political questions such as the fair distribution of healthcare resources—is rarely out of today’s media. Medical Ethics: A Very Short Introduction explores the ethical reasoning used to approach medical ethics, introducing the most important ‘tools’ of ethical reasoning, and discussing how argument, thought experiments, and intuition can be combined in the consideration of medical ethics. It also considers its practical application by health professionals in clinical settings and the increasingly important place of medical ethics in the wider social context, in healthcare policy, discussions in the media, pressure group and activism settings, and in legal judgements.

scholarly journals A professional duty to inform.

1986 ◽  
Vol 43 (12) ◽  
pp. 793-794
Author(s):  
K P Duncan
Keyword(s):  
Professional Duty ◽  
Duty To Inform

scholarly journals A Constructive Blended Approach to Ethical Reasoning: The Impact on Medical Students’ Reflection and Learning

2020 ◽  
Vol 21 (7) ◽  
Author(s):  
Leili Mosalanejad ◽  
Amir-Mohammad Ebrahimi ◽  
Mansour Tafvizi ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Ethics ◽  
Blended Learning ◽  
Ethical Reasoning ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Program ◽  
Self Reflection ◽  
Quasi Experimental ◽  
Ethics Course ◽  
The Impact

Background: Teaching medical ethics is currently one of the most essential parts of medical education. Objectives: The present study aimed to design a blended learning program based on a constructive approach to ethical reasoning and determine its effect on the students’ reflection and learning. Methods: This quasi-experimental, single-group, pretest-posttest study was conducted on 35 students who took the medical ethics course in a university of medical sciences. Case studies were presented to the students in a discussion forum, and the main concepts in question were then addressed through interactive lectures and group discussions. Data were collected using the Self-Reflection and Insight scale (SRIS) developed by Grant et al. to assess reflection, with 20 items in three domains. The students’ ethical reasoning was assessed using multiple-choice and open-ended questions and the Objective Structured Clinical examination (OSCE). The relationships between the tests were assessed by calculating the correlation between them. The results of the multiple-choice questions were compared with those of students in the previous year (with the same teacher and content), using the independent t-test. Results: Assessing the mean scores before and after the intervention showed a significant increase in the students’ reflection in all three domains, including the need for self-reflection, encouraging reflection, and insight after the intervention. The findings also showed a significant relationship between the students’ final scores and their virtual round and OSCE scores (P < 0.05). In the final theoretical test, the students’ mean scores were significantly higher than those of students in the previous year (P < 0.001). Conclusions: The proper use of technology with a blended learning approach can help improve the students’ quality of learning and reasoning.

3. A toolbox of reasoning

2018 ◽  
pp. 27-42
Author(s):  
Michael Dunn ◽  
Tony Hope
Keyword(s):  
Medical Ethics ◽  
Patient Autonomy ◽  
Ethical Reasoning ◽  
Thought Experiments ◽  
Slippery Slope ◽  
Playing God ◽  
Slippery Slope Argument ◽  
Scope Of Application ◽  
The Right

‘A toolbox of reasoning’ discusses a further four tools of ethical reasoning: distinguishing facts from values; reasoning from principles; thought experiments; and spotting and avoiding fallacies in reasoning. Five fallacies are discussed: the no-true Scotsman move; the ten-leaky-buckets tactic; the argument from nature; the argument from playing God; and the slippery slope argument. It also explains how the analysis of medical ethics is organized around four principles—respect for patient autonomy, beneficence, non-maleficence, and justice—and their scope of application. Ethical reasoning cannot be reduced to algorithms. Situations are complex and doing the right thing will often require flexibility. Humane medicine, in addition to rationality, requires wisdom, imagination, and creativity.

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